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Participation Observation Method

June 19, 2014 Laura Pasquini

In constructing the curriculum chapter for the Fashioning Circuit book* being developed by Dr. Kim Knight (a.k.a. @purplekimchi), I utilizing a few exploratory research methods to review the current workshop materials, lessons, and learning on the subject matter. The first method: Participant Observation. As I work through evaluation and assessment of the curriculum, I might as well share and get feedback on the process.

Participation observation allows for the collection of information and qualitative data, rooted in the ethnographic research tradition. For this method, participation observers report on the physical, social, and cultural context to reveal relationships, activities, and behaviors of subjects. This is an effective method to gather information to support project design, data collection development, and to interpret other research. Data collection for this method includes note-taking, mapping-relationships, and media (video, audio or images) that might be translated into textual artifacts. Challenges to this method include diligent documentation and objective account from observers in the field, and this process can be time-consuming.

Specific responsibilities for Participant Observers include:

observing individuals as they engage in activities (as if you were not present and watching)
engaging in the activities to gain a better understanding
interacting in a controlled research environment
identifying and developing relationships with key informants and stakeholders

For the purpose of this research, I developed a field guide for our research team of three. Basics for the observation guide include listing the observer name/background, research setting, materials used, and concentration areas to focus on for the workshop observation. Other tips and general guidelines were provided to outline expectations for observing.

The research team divided and conquered today by taking notes related to the following categories:

Lesson/Curriculum (Electronic Fashioning Circuits Camp)
Lead Instructor/Facilitator (a.k.a. Dr. Knight)
Learners/Students (participants in the workshop)
Facilitators/Helpers (those supporting the workshop)

The observation guides were segmented by the 4 categories and included questions to prompt observers and focus their field notes. The observation goal was to focus on the physical space and set up, participant attributes and involvement, verbal behavior and interactions, physical gestures, personal space, lesson understanding, instructional support, and individuals or examples that stood out from the workshop.

At the beginning of the day our group met to review the research context, expectations, behavior as an observer, and potential problems that might occur during the workshop. Another item we discussed was distinguishing interpretation (I) from observation (O), and labeling our notes accordingly (Kawulich, 2005). To help with strategic note-taking, I encouraged leaving space to expand on notes, using shorthand to follow up with later, writing observations in sections, and encouraged our team of researchers to consider body language, attitudes, conversations, ambiance, and general interactions that might be relevant for the curriculum.

Image c/o Chapter 3: Participation Observation (Guest, Namey, & Mitchell, 2012)

During the day the three of us took notes on tablets, laptops, mobile phones, and pads of paper with the following platforms: Google docs, Word, Evernote (audio & images), etc. We reconvened the end of the workshop to process and discuss what we observed. This debriefing provided ideas for supporting a research team, specifically with regards to:

general observations, ideas, and questions about the workshop
how to create anonymous identifiers for research subjects in notes
expectations for field note-taking and organization submission for the lead researcher
roles and responsibility for how to effectively observe a single group within in a workshop, i.e. instructor, learners, and helpers
future planning needs and ideas for upcoming participation observation

I am truly grateful for the UT Dallas EMAC students, Jodi & Lari, who volunteered their time to observe and be a part this exploratory study. Their insights and ideas are very helpful for future field observations and research method development. Once everyone’s participation observation notes and artifacts are collected, I will share how to analyze this data.

*Interested in learning more about Fashioning Circuits? There’s a few social spaces for that! Check out the Fashioning Circuit’s website, Facebook page, Twitter handle or hashtag #FashioningCircuits. Feel free to follow along, and join the conversation.

References:

Guest, G., Namey, E. E., & Mitchell, M. L. (2012). Collecting qualitative data: A field manual for applied research. Sage.

Kawulich, B. B. (2005). Participant observation as a data collection method. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6(2), Art. 43, http://nbn-resolving.de/urn:nbn:de:0114-fqs0502430.

#phdchat, Reflections

So You’re Thinking About a PhD…

May 1, 2014July 12, 2017 Laura Pasquini

In talking to my exploring major students on campus and other professionals in the field — I often share about my Ph.D. experience and talk about what it means to be a doctoral researcher. Often I am asked about my Ph.D. program, my line of research, and how “I like it.” I often say I’m too close to it to really give advice, but I’m happy to talk about my experience and answer questions as I can or refer to others.

Last fall at the #nacada13 conference in Salt Lake City, UT, I was part of a doctoral researcher panel on this topic: How To Hack Your Ph.D.: Being a Doctoral Student & Academic Advisor and a few #HackPhD Notes on Storify

It was a full house. Not surprised. There has been a growing interest among colleagues interested in pursuing a Ph.D. I am often asked about my Ph.D. research, progress, and if others should get into the same program or even start a Ph.D. To be honest, I am not sure I have the answers to these questions. I am too near the subject right now…

I’ve read a great number of books on the topic of graduate work, Ph.D. survival, writing, publishing, research, and more – but really, it was for my own inquiry and nerdy interest. Like any good academic/career counselor, I usually ask those interested in a Ph.D. about their own motivations and rationale for the interest in doctoral research.

So you’re thinking about a Ph.D.? I have 10 questions AND prompts for you! I am not sure it will help — but I thought I might as well put these “you wanna pursue a Ph.D.” questions out there others who are considering the Ph.D. track. Take these questions with you as you ponder your Ph.D. goals, research potential graduate programs, apply to potential programs, and, even, start your first semester of your doctorate program:

What career goals do you have? List both your short-term and long-term goals in a statement. Write them out, read, and reflect.

How does your current work experience (resume/CV) relate to your career goals and interest in a Ph.D. program? Reflect on your relevant experience.

How your master’s degree or other educational credentials relate to and support your career goals? Describe your academic experience and background.

If you were going to seek out letters of recommendation for your Ph.D. program, who would write your letters of recommendation? Why? What might they say about you? List at least three individuals who would be your academic reference, and consider what they might say about your application to a scholarly program.

Do you have any scholarly or peer-reviewed writing samples? If so, please consider how they might be submitted and reviewed by a potential Ph.D. program. If not, what articles or journals interest you in your area. Research!

What is your research interest? Often you will have to complete a “Statement of Research Interest” so explain the areas or topics you want to study. If applicable, also consider for research:
- - Any specific theories or models of interest?
  - What seminal work in the field have you read?
  - What will you use to guide your research focus? Authors? Disciplines?
  - What is your preferred research methodology?
  - What is your research methods “worldview”?

What will you contribute to the doctoral research and your Ph.D. program? Explain the unique knowledge and skills you will bring into a doctoral program as a potential student

What will you contribute to the doctoral research and your Ph.D. program? Explain the unique knowledge and skills you will bring into a doctoral program as a potential student.

Where do you want to study? This question is for both geographic location and specific discipline home (e.g. education, sociology, economics, etc.).

How will your basic needs be met? Financial, emotional, and social support. It is important to think about your budget, personal relationships, professional objectives, and more when plotting for doctoral work. This will be a few years of your life — so be sure this how you want to spend it. Have this discussion with family, partners, and friends in advance. Be informed about scholarships and funding costs.
When is the right time? I doubt this ever has a great answer – but you need to determine this for you after answering the above questions. Decide if the Ph.D. route is right for you, and then if the timing is right or can be right. You can always make it work if you want it. [p.s. Did I say you should WANT to do a Ph.D.? That’s the only way to finish.]

Bonus Question: Who will mentor you through your Ph.D. progress? Faculty advisors at your campus will be great, but who else will you consider as part of your doctoral experience. Peers? Colleagues? Researchers in the field? Scholars, you admire/read?Doctoral candidates and early career researchers? Build your Ph.D. learning network NOW.

Research Methods

Action Research Methods

February 16, 2014 Laura Pasquini

Action research (Koshy, 2005), also known as participatory action research, is a method of research that can combine a framework for public, reflective inquiry. It offers a way for academics and scholars to work with individuals or communities, such as learners or communities of practice, to investigate issues together to find a solution-oriented approach. For educational settings, this might often be the “teacher-as-researcher” research approach (Elliot, 1991; McNiff, 2013).

Image c/o New Mexico State University, College of Education Research and Budgeting

The premise for the action research method is that researchers study with the subject(s), rather than research on or outside the subject(s) as a hierarchy or “expert” (Cousin, 2008). Action research is a journey that experiences transformative findings with linear, sequential relationship between the hypothesis, research activity and the research findings, i.e. a proposed solution.

Another branch of this research includes, community-based participatory action research (CBPR), involves researching a group or community where research is conducted:

“by community members, so that research results both come from and go directly back to the people who need them most and can make the best use of them.“

CBPR research will grow in education as it is impacted with emerging technologies and learning pedagogy design, while needing to meet standards and managing fiscal challenges. This research method allows for project ideas and measurement outcomes to be designed by the community population to shape the research agenda. Participation in research by the community often results in generating greater sociopolitical awareness and effecting systemic change in the community (Jason et al., 2004). From other case studies described by Jason et al. (2004), CPBR has improved upon the quality of scholarly work, developed research outcomes, created intervention tools, and increased quality collaborations on projects.

References

Cousin, G. (2008). Researching learning in higher education: An introduction to contemporary methods and approaches. Routledge.

Elliott, J. (1991). Action research for educational change (Vol. 49). Buckingham: Open University Press.

Jason, L. A., Keys, C. B., Suarez-Balcazar, Y. E., Taylor, R. R., & Davis, M. I. (2004). Participatory community research: Theories and methods in action. American Psychological Association.

Koshy, V. (2005). Action research for improving practice: A practical guide. Sage.

McNiff, J. (2013). Action research: Principles and practice. Routledge.

#phdchat, PhD, Reflections

The PhD: Troubles Talk… and Moan… and So On

December 8, 2013August 12, 2019 Laura Pasquini

As a PhD candidate, I am trying to be more cognizant with my response when asked the following (common) questions:

“How’s your dissertation going?”
“When are you going to finish your PhD ?”
“Where have you been? I haven’t seen you in ages…”

For those who are also “dissertating” like me, you understand how easy it is to offer a roll of the eyes, smile/nod combo, and “just great” to friends and family. When talking to fellow PhD candidates and scholarly researchers, we seem to be more open to dig right in to slag the our dragging timelines, cry about our progress, complain about our faculty support, identify dissertation distractions, and, of course, whine about the TIME we used or didn’t use productively.

I recently read an article by Dr. Inger Mewburn (a.k.a. The @ThesisWhisperer), who discussed such “troubling talk” among PhD candidates. Often it is the talk of troubles that brings PhD scholars together to form communities of practice, like a learning network and/or support group. There has been a large growth in online blogging, tweeting, slidesharing, podcasting, and more from PhD and early career researchers. There’s an active online community that supports personal/professional development and sharing of resources.

One section in particular interested me as Inger shared her own experience with the transition from student to professional academic. Specifically Mewburn (2011) discusses how there is evidence for doctoral researchers who interact with one another often whine and encouraged this type of struggle storytelling with others, even if they were not having any challenges. In recounting experiences of PhD gatherings and discussion over lunch, Inger identifies with the camaraderie of a shared PhD struggle:

“The recognition that others were struggling too certainly made me feel better, but at the same time my own role in the talk was strangely discomforting. I realised I was amplifying my writing trouble, making it into a ‘war story’ in order to make it amusing and interesting to others. I wondered: was my performance of an ‘inept student’ in the kitchen a form of PhD student identity work? By talking about being ‘in trouble’ with my writing, I was positioning myself as ‘one of us’ (a student) and not ‘one of them’ (a professional academic) which was closer to my lived experience. I began to wonder: did my fellow PhD students ever deliberately perform ‘non competence’ too? It’ s likely that many of them experienced good writing days, but I rarely, if ever, heard about them in the lunch room” (Mewburn, 2011, p. 322).

Which brings me to my own experiences, and thoughts about my PhD progress. Do I keep quiet or join in with the slagging if I am around others who are complaining about the struggle? Do I try to down play my advances in writing and publications with other grad students? Have I told any “war story” to entertain my peers, rather than the reality of my own research progress? It is easy to fall into this, especially when there are funny xckd.com images or brilliant PhDComics.com cartoons. Just posting something like this to get a like, RT, or share from others in my PhD community is commonplace with those of us who claim #GradStudentProblems:

A number of blogs, such as The Thesis Whisperer, PhD Talk, and PhD2Published; and Twitter hashtag communities, like #phdchat, #gradchat, and the @GradHacker community of bloggers/Tweeters, have actually been quite helpful for my PhD progress. I appreciate theses online communities for sharing ideas, talking about writing resources, offering advice, and linking to research methodology. When thinking about my own approach to “catching up” with my social networks (online and in person), I’ll be sure to not just moan about things. Although I do value my online networks, there’s nothing better than having a bit of a chat with other doctoral students/candidates or researchers when we get a chance to meet up and socialize.

Let’s not just use these social moments to be A.B.M. (always be moaning). As PhD candidates, our lives aren’t THAT bad. We were selected to study and research in a field or discipline we want, and really if it’s not your cup of tea … then maybe it’s time for a change anyways. Much of our PhD negative self-talk or even group-think can stifle research and writing momentum. Sure – there’s going to be issues and challenges; however we need to celebrate the small victories along the way. I know we have more productive and interesting things to talk about when we get together (online or in person), so let’s collectively encourage, motivate, and positively influence each other with our research progress. We CAN do it!

Reference:

Mewburn, I. (2011). Troubling talk: Assembling the PhD candidate. Studies in Continuing Education, 33(3), 321-332.

#AcWri, #AcWriMo, Dissertation

#AcWriMo In Review: My Output

December 1, 2013 Laura Pasquini

Many things come to an end as the month of November closes. See you later Thanksgiving, Fall 2013 semester, #Movember, and Academic Writing Month (#AcWriMo). (Actually – it’s more of a see you soon, really.) Officially, the month of November is dedicated to #AcWriMo; however a number of graduate students (including yours truly) used this past month to complete a good chunk of their dissertation to loose this moniker:

Review of My November #AcWriMo Goals… and my Lessons Learned:

Complete my doctoral dissertation proposal so that it is ready to DEFEND to my committee. Almost there. I did get a good chunk of writing accomplished at the UNT Dissertation Boot Camp – so this helped #acwrimo my progress. Although drafted, my dissertation proposal is not ready to defend yet. In working on a new application for methodology for social science, I want to meet with a couple faculty members on campus to hash out specifics and needs for Chapter 3 (Methodology) and test some of this during the month of December. It looks like a January 2014 date is more realistic for my dissertation proposal defense. I’m okay with this – because once this proposal is approved then Chapters 1, 2, and 3 for my dissertation are DONE!

Lesson Learned: Dedicate the time for the dissertation. As a doctoral candidate you need to be selfish with your writing time. Since this is large project, you need to chunk out your research and writing time that is supported by realistic short- and long-term goals.

Finish “Technology in Advising for Higher Education” manuscript to submit to the NACADA Journal. Since I started #AcWriMo a day later, I used December 1^st to work on the #AdvTech research findings and drafting of this manuscript. I am not sure why this project was put on a back burner, but I definitely need to move forward and submit this in December 2013 for Spring 2014 publication eligibility. This goal is not complete, but I will plan on sharing it with my co-authors before the week is out so we can submit to the journal editors for review.

Lesson Learned: Finish your #acwri projects before taking others on. Sure the promise of more research and writing might be enticing, but how productive will you be on your own or with a collaborative writing team if you are not finishing your manuscripts and publishing them? Always be submitting.

#iConf14 Social Media Expo – paper & video for conference. After a lunch brainstorm session with Andrew Miller (@findandrew) and @FiachraM last week, I found the momentum to draft the abstract for the #iConf14 proposal. Although not submitted (just yet), the abstract is being wrapped up and edited this evening. The final video will be compiled tomorrow evening; however our team Dropbox is filled with photos and images, with Andrew to capture video tomorrow.

Lesson Learned: Innovative ideas come from interdisciplinary thinking and problem solving. Research that is participatory and collaborative drives my writing and efforts. Also, when you experience #acwri well with other scholars, be sure to include these researchers as conspirators for your common research interests and projects.

Complete a minimum of 2 blog posts per week – on writing progress and projects. Done. Whether I was reading, researching, or writing – I was able to share what I was working on with my blog readers, and provide on-going updates about my #acwrimo progress.

Lesson Learned: Stating goals out loud and adding social pressure is great, but reflection and sharing always helps me to process ideas more. Although my “official” month of #acwrimo accountability is over, I am fortunate to have my blog to share and write about my research progress, dissertation progress, teaching methods, and more.

Overall…

This month of academic writing has been very productive for me. In looking at my contribution to the #AcWriMo Accountability in the Spreadsheet o’ Fun you can see I logged at least 35, 097 words, and have been dedicated to the daily habit of writing. It is not so much the word count, but really the completed projects, which are finished and not taking up real estate in my research/writing space. I am taking the #acwrimo lessons learned with me by continuing this #acwrimo habit in December by setting specific project goals, carving out dedicated writing time, and reflecting my progress via my blog.

How did #AcWriMo in November go for you? What have you learned from this academic writing month? Post a comment to share, or respond to this #AcWriMo Questionnaire (not mine).